And that was a challenge. Because I entered college in 2003, at the beginning of the war in Iraq, when everyone and their grandmother was convinced that learning Arabic was the ticket to getting a job in government. At the school I went to, all students were preregistered for classes with the exception of first-year students and graduate students, who had to attend classes before they could register. All classes were required to leave three seats open for first years and graduate students. So, I showed up to the first day of Beginning I Arabic along with 70 other students, all hoping to get one of those three seats. The instructor announced that he would not allow anyone to register for those three seats until there were only three students left in the class who wanted them. And so I proceeded to wait the rest of them out. I came to every class and did all the work in the class, without any guarantee that I would get in officially or get credit for it until enough people gave up that I was offered the slot. So the first thing I learned in my college career was that I would have to fight for the Humanities and they were worth fighting for. I am still doing that work today.

But aside from Arabic, I really didn’t know what else I wanted to study. So I started off by studying everything. I took classes in history, and political science, and anthropology, and comparative literature. And calculus, and biology, and Religious Studies. And they were all great classes, but I found that I had a particular love of that place where religion, history, literature, and philosophy met and connected. Those classes lit a fire in me. Because they showed me that in places and periods and languages that were wholly different from my own people had grappled with the questions that provoked and haunted me, questions of deep existential meaning and ongoing political urgency – and that they had expressed their answers in language that was profoundly beautiful. When I studied those answers, I found myself connected to peoples, movements, and cultures larger myself.  And as I went deeper and deeper into my studies, I found that they were changing me. Once I learned how to read deeply, I found that I could read anything, including the social and political institutions in which I was embedded. I learned to question everything, and to produce my own critical answers. I put myself to work imagining other, better worlds.

The period that I grew up in was really not perfect. I went to college – and then lived in the Middle East – during the Iraq War. A war of choice, when the President decided to invade a country that posed no threat to the United States, largely to secure access to vast oil resources. I then graduated from college into a massive financial disaster caused by the loosening of banking regulations so that very rich people could become even richer. So I can’t say that it was an easy time to be a young person – if there is ever an easy time to be a young person.

But I do think that it is much harder to be a young person today. I went through college at a time when few students had personal laptops, before the invention of the smart phone or the ipad or the rise of social media. The students I went to school with didn’t all like me – but they were all really present along with me in the spaces we shared. The political culture at the time seemed divisive, but it was nothing in comparison to the chaos and fury of the current age. It’s hard right now y’all.

But one of the things that is making it even harder is that the institutions and entities who are invested in dividing us from each other, in fracturing our attention and undermining our interpersonal relationships – are also selling us a particular approach to knowledge. This approach is, “the extractive attitude.” It is based on the idea that the purpose of knowledge is to extract resources from the environment and money from the economy – which ultimately means from consumers. This attitude is not new. I know from my own field of African history that the European governments who colonized various territories sent scholars out in the wake of the armies, geographers and engineers to survey and map the land, and linguists and anthropologists to learn languages, and catalogue customs. The purpose of these colonial scholar-soldiers was to facilitate the pacification of the population and the extraction of natural resources. Knowledge has always been a form of power. And then, just as now, deep engagement in storytelling, religious worldviews, and philosophy was disregarded and rejected as impractical. Education, according to the extractive attitude, is a product whose value measured as a return on investment. This attitude invites us to use learning to maintain a position in cultural and class warfare.

The opposite of the extractive attitude is a humanistic attitude. A humanistic attitude values knowledge for its ability to bring meaning and joy into our lives and our communities. A humanistic attitude evaluates our present relative to both our past and our vision of the future. A humanistic attitude is an approach that finds richness and complexity in things that seem simple. And it does those things through a deep engagement with the ideas and the art that have been produced by humans through the ages.

When I went to college I had to fight for a seat in a language class against the forces of opportunism. And I want you to fight for humanism, too. And it is a fight sometimes. A fight to maintain vision and resolve in the face of a thousand messages that tell us that the humanistic attitude is “useless.” The makers and marketers of new technological products are trying to convince us to give up our capacity for deep engagement. To give up our ability to generate ideas, to read literature, to think about the past, to make and appreciate art and culture, and to communicate with each other. To convince us to give up on humanism they threaten us with catastrophe and apocalypse. They warn that their products will change society so deeply that it will be unrecognizable, or that they might destroy humanity entirely. But I have my own message. For anyone who is worried about understanding these forces, or who is struggling to make sense of the world right now – the Humanities can help.

Those of us in Religious Studies have studied apocalyptic predictions, we know the distance between what they promise and what they deliver. Those of us in History have studied revolutions and know how politics and new forms of media align. Those of us in World Languages and Cultures know that our understanding of the world is shaped by language and how to connect with people across cultural differences. Those of us in Philosophy know that the potential for meaningful change is rooted in examination and reflection.  And those of us in English know (to paraphrase James Baldwin), that it is literature that teaches us that the things that torment us the most are the very things that connect us with all the people who are alive, or who have ever lived. The Humanities are a repository of our shared humanity and the heart of our capacity to be, not just human, but better humans. More than ever, humanity needs the Humanities. And right now, the Humanities needs you.

Organized by �鶹��Ƶ faculty members Archie Crowley (English), Mel Gil (English), Maria Mejia (Philosophy) and Nikita Shepard (History) and funded by the Phi Beta Kappa Fund for Excellence, the event series explores the various forms that care takes and the role it plays across diverse communities.

“Care webs” refer to networks of people and community resources through which people support one another and meet each other’s needs. This framework challenges assumptions of care as something provided only by individuals, institutions, or professionals. Informed by disability studies scholarship, the concept emphasizes the interconnected relationships that sustain communities.

The first event in the series featured a screening of the documentary “Held and Healing,” followed by a Q&A with Kristie Puckett, a formerly incarcerated survivor and advocate for incarcerated mothers. Puckett has successfully lobbied for policies requiring carceral institutions to provide maternal healthcare. Centering Puckett’s experiences, the documentary examines the intersections of race, trauma, addiction, incarceration and Black maternal health. The screening offered an important entry point into the series’ themes, illustrating how care can take the form of collective advocacy, solidarity and efforts to build more responsive systems of support. Organized by Stephanie Baker and Maria Mejia, the event drew more than 50 students for the screening and discussion.

At the official kick-off event for the series, Mutual Aid & Care Mapping, Nikita Shepard opened by facilitating a discussion about how people understand and experience care. Participants reflected on the people, relationships and resources they rely on, as well as the ways they themselves provide care to others.

Local community activist Devin Ceartas spoke about his experiences working with , a grassroots collective that seeks to support projects of interdependence and resource sharing in response to disaster crises, food insecurity, and other needs. He offered reflections on the difference between charity and mutual aid, and answered questions about how mutual aid operates in practice.

“In mutual aid, the worst thing you can do is pay someone the exact amount of what something costs, because that tells me you don’t want a reason to continue being in community with me,” said Ceartas. “You think sharing resources is a debt to be paid, not a relationship to nourish. In mutual aid, I give you bread now, and you give me eggs later.”

The discussion explored how mutual aid centers reciprocity and the idea that communities can work together to meet shared needs, which is not dependent on a person’s beliefs, identities or citizenship status. Finally, through a zine shared with participants, the event introduced care mapping as a way of making visible the community networks of support that already exist, and how to strengthen those relationships.

The series continues this fall with three upcoming events:

• Social Justice Social: Surveillance and Criminalization in North Carolina Today Thursday, Oct. 29 4:30-6 p.m. in LaRose 200
  • A discussion about how local communities are responding to Flock Cameras, ICE enforcement, and youth curfews, and what it means to care for our communities in times of heightened surveillance.
• Language Revitalization as Intergenerational Care Thursday, Nov 12, 4:30-6 p.m. in Lakeside 212
  • A discussion facilitated by �鶹��Ƶ faculty members Archie Crowley and Corey Roberts with intergenerational indigenous community members on how language revitalization is part of cultural and community care.
• The Reynolds Lecture: Alexis Shotwell Thursday, Nov 12, 6:30-8 p.m. in McBride Gathering Space
  • Alexis Shotwell’s new book “Liberation is Other People” explores how we can engage in political struggle while caring for each other to create worlds where everyone can have their needs met and flourish.

With the support of the Departments of Art History, English, History, Philosophy, Religious Studies and World Languages and Cultures, a slate of events from Oct. 5-9, 2026, are intended to communicate the value of the humanistic disciplines in a digital age.

All �鶹��Ƶ community members are welcome to join. Contact Associate Professor Ariela Marcus-Sells (amarcussells@elon.edu) with any questions. 

Monday, October 5

• Trivia Night at 6:30 p.m. at the Oak House

Tuesday, October 6

• Social Media Takeover with Humanities majors

Wednesday, October 7

• Career Paths for Humanities Majors at 6 p.m. in Lakeside 212 and 213

Thursday, October 8

• Being Human Coffee, from 9:50 – 10:20 a.m. in Numen Lumen

Friday, October 9

• Being Human Alumni Reception and Networking from 4:30 – 5:30 p.m. on the Spence Pavilion Patio

Visit the Humanities Week webpage for updated information.

The transformative program is designed to support scholars at multiple points in their undergraduate years and early career. Renewable for up to two years, the UGSP provides:

• $20,000 per academic year to support undergraduate education expenses
• A 10-week full-time summer internship at the NIH immediately following the year of scholarship support
• One year of full-time employment with the NIH post-graduation

Because Barnes and Sterling have won the award as juniors, they are eligible to receive up to $40,000 in scholarship support, two paid summer internships (one between their junior and senior years, and another following graduation) and two years of employment upon graduation.

Approximately 15 scholars are selected each year from a nationwide pool of hundreds of applicants, and �鶹��Ƶ students have been remarkably successful in this competition in recent years. The federally-funded program was on pause last year, but Samantha Hinton ’25 was selected in 2024, and three seniors—Genesis Tolbert ’24, Christopher D’Inzeo ’24 and Samuel Ramirez ’24—were selected in 2023. The addition of Barnes and Sterling to the list means that �鶹��Ƶ has been represented in the three most recent cohorts of this highly selective program.

The next application cycle for the NIH UGSP will open in Spring 2027. Interested students should contact the National and International Fellowships Office to learn more.

Sofia Barnes ’28

Sofia Barnes is a chemistry and psychology double major from Port Washington, New York. At �鶹��Ƶ, Barnes has worked under the mentorship of Dan Wright, associate professor of chemistry, on an analysis of toxic metal concentration in medicinal herbs and spices in the United States. The research aims to fill the knowledge gap around potential contamination of medicinal herbs and spices by creating a nationwide catalog outlining the metal accumulation in numerous medical herbs and spices. This experience helped foster Barnes’ love of research and pushed her to seek out external opportunities like the NIH UGSP.

Thanks to the robust structure of the award, Barnes will be freer to deepen her research impact at �鶹��Ƶ and the NIH.

“This award will not only give me the opportunity to further my career as a researcher and give me the chance to connect with mentors and peers to help push and encourage me,” she explained. “It has also provided me with the support to be able to lessen the monetary stress that comes with my undergraduate degree, which allows me to focus more on making the most out of my time in undergrad. It allows me to expand my reach with my post-grad options and where I may go after �鶹��Ƶ which before felt more limited.”

In addition to her research, Barnes is active across campus. She is a service ambassador in the Kernodle Center for Civic Life, a member of Chi Upsilon Sigma National Latin Sorority Incorporated, a chemistry tutor, and has previously served as a SMART mentor and Peer Educator. Her constellation of �鶹��Ƶ mentors includes Andrew Moffa, assistant Director for the Kernodle Center for Civic Life, Justin Clar, associate professor of chemistry and director of �鶹��Ƶ’s Undergraduate Research Program, and Dr. Dan Wright, associate professor of chemistry.

Parker Sterling ’28

Parker Sterling is a double major in biology and history with minors in chemistry, neuroscience, and peace & conflict studies from Randleman, North Carolina. As an �鶹��Ƶ College Fellow, Sterling is working under the mentorship of Jonathan Su, associate professor of engineering and chair of the Department of Engineering, to test the feasibility of a dual-drug intravaginal ring for menstrual pain. She’s supplemented her ECF research experience by assisting with data collection and processing in the �鶹��Ƶ Physical Therapy Department’s Glen Raven Biomechanics Lab.

The NIH UGSP will be a critical step in Sterling’s development as a research scientist. While she remains committed to STEM research on her journey towards medical school, Sterling is equally committed to earning her master’s in history while working at the NIH. She seeks to understand not only the science, but also the historical and social contexts that have shaped scientific inquiry and advancement.

Sterling is highly engaged on campus outside of her research and academics. She is the Business Lead (and former President) for the Phoenix Racing Team, a physics TA, a senior resident assistant in the Global Neighborhood and a Leadership Ambassador with the Center for Leadership. As a reflection of her wide breadth of involvement, Sterling’s �鶹��Ƶ mentors span disciplines and departments; the list includes Jonathan Su, associate professor of engineering and chair of the Department of Engineering, Andresa Bresler Bezerra, assistant teaching professor of chemistry, Efrain Rivera-Serrano, assistant professor of biology, Amanda Kleintop, assistant professor of history, and Matthew Banks, engineering lab manager and advisor for the Phoenix Racing Team.

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• �鶹��Ƶ’s Class of 2030 arrives Aug. 21
• What to know for �鶹��Ƶ Move-In Day 2026
• Opening Day 2026: �鶹��Ƶ celebrates progress and success while mapping the path ahead

As the Class of 2030 arrives on campus and begins their four years at �鶹��Ƶ, current �鶹��Ƶ students offer their advice to the incoming class.

�鶹��Ƶ will welcome more than 1,600 new students for the 2026-27 academic year, with the Class of 2030 moving to campus on Friday, Aug. 21.

Parker Sterling ’28

Major(s): Biology and History
�Ѿ��Դǰ���:��Chemistry, Neuroscience, and Peace and Conflict Studies
Hometown: Randleman, North Carolina
Campus Involvement: Phoenix Racing Team (Business Lead), Residence Life (Senior RA), Center for Leadership (Leadership Ambassador), Glen Raven Biomechanics Lab (Lab Assistant)

Why did you choose �鶹��Ƶ?

“I chose �鶹��Ƶ because I knew after the first tour that I couldn’t imagine myself anywhere else. I loved being able to have majors across disciplines, the campus, the dorms and all of the people I met.”

What did you wish you knew as a first-year student?

“I wish I knew how common it is to gain and lose friends in the first year. Everyone is discovering who they are and who they want to be, so it may take a while to find friends that you can rely on.”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

“Take every opportunity that presents itself; you never know who you will meet or what doors it will open.”

What surprised you most about college?

“I was most surprised by the bonds I’ve built with faculty and staff. I didn’t have a high school teacher I felt was truly a mentor, but �鶹��Ƶ has given me so many people that I feel confident going to for advice.”

What is your favorite part about �鶹��Ƶ?

“My favorite part about �鶹��Ƶ is the people. I am forever grateful to the amazing friends who have supported me and cared about me to no end. I don’t want to imagine what college would be like without them.”

Ari Verinder ’28

Major(s): Biology (Concentration: Biotechnology/Molecular Biotechnology)
�Ѿ��Դǰ���:��Chemistry and Food Studies
Hometown: Chapel Hill, North Carolina
Campus Involvement: Residence Life, Club Climbing and The Writing Center

Why did you choose �鶹��Ƶ?

What did you wish you knew as a first-year student?

“I wish I had known to get more involved in my specific interests on campus sooner. There really is something for everybody at �鶹��Ƶ; you just have to find it, get involved, and, best of all, enjoy it!”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

What surprised you most about college?

What is your favorite part about �鶹��Ƶ?

“Don’t be afraid to meet new people. �鶹��Ƶ is small enough that it’s easy to just stick with who and what you already know, so push yourself outside of your comfort zone.”

-Ari Verinder ’28

Ella Stewart ’27

Major(s): Dance Performance & Choreography, English (Concentration in Creative Writing)
Hometown: Columbia, South Carolina
Campus Involvement: Student Union Board (Brand Engagement Chair), New Student Orientation (Student Coordinator), Kappa Delta member and The Writing Center.

Why did you choose �鶹��Ƶ?

“I chose �鶹��Ƶ because I knew I wanted to make close connections with my professors and classmates, which made the small class sizes very appealing, and �鶹��Ƶ has a strong Performing Arts department, which aligns with my future career goals of being a professional dancer. I also knew I wanted to study abroad and �鶹��Ƶ offers so many opportunities to study around the world. Additionally, I was drawn to the College Fellows program, which is a scholarship program where I conduct a research project within my major throughout my time at �鶹��Ƶ.”

What did you wish you knew as a first-year student?

“I wish I had known that not every moment of college is going to be absolutely perfect. It’s easy to have high expectations that everything will go smoothly all the time, and while there will be plenty of great experiences and memories, there will also be challenges. It’s completely normal to struggle sometimes, and you shouldn’t be afraid to ask for help when you need it.”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

“My biggest piece of advice is to put yourself out there! I made my closest friends at �鶹��Ƶ by just inviting myself to hang out with them. It can feel awkward and scary at first to ask people to hang out with you, but it really makes a difference. If there is someone in your class who you think you’d get along with, ask them to lunch or coffee! You can also meet people by getting involved in clubs and organizations, so sign up for what interests you. Getting involved helped me find my place on campus, so be open to trying everything, because that is how you can find your community.”

What surprised you most about college?

“I was most surprised by the amount of independence and freedom I suddenly had. It can be hard to adjust to being away from your family and the comfort of home, but you also start learning how to manage your own time and responsibilities. My schedule looked a lot different than it did in high school, and I became the one in charge of how to spend my time. This shift surprised me at first, but overall it helped me grow into my independence and become more confident doing things on my own.”

What is your favorite part about �鶹��Ƶ?

“My favorite part about �鶹��Ƶ is the people I’ve met through my majors and leadership experiences, especially the mentors who have supported me along the way. The staff and faculty here are so kind and encouraging to each individual student, and their guidance has helped me grow in my academics and in my leadership. �鶹��Ƶ has given me a tight-knit community of peers and mentors I can rely on, and I have met so many people who have shaped me into who I am today.”

---

Lealand Oakes ’27

Major(s): Psychology
Hometown: Winston-Salem, North Carolina
Campus Involvement: New Student Programs, Women’s Club Rugby
Sigma Kappa, �鶹��Ƶ 1010 Peer Educator, Psi Chi and Psychology Honor Society

Why did you choose �鶹��Ƶ?

“I chose �鶹��Ƶ because they genuinely care about every student, even if they haven’t fully invested in �鶹��Ƶ yet. They put so much care into just the admissions process and first-year experience to ensure people feel cared about and seen. Of course, it doesn’t stop there; professors are always there to help and support their students, get to know them beyond the surface level, and truly want to see them succeed.”

What did you wish you knew as a first-year student?

“I wish I knew that sometimes the hard parts of transitioning to college don’t hit you immediately. They look different for everyone and can range anywhere from after the first month has passed to the start of the second semester and beyond. Everyone has their own experiences, so it is important to know your resources on campus and have people you can go to when those bumps in the road happen.”

What advice do you have for the incoming �鶹��Ƶ Class of 2030?

“Get out of your room, do new things, be involved. This can look different for everyone, but it’s so helpful for finding your people in this new chapter. I would also say that taking care of yourself is so important. Holistic wellness goes a long way in college. If you are taking care of one aspect of wellness that can bleed into another area. Do things that make you happy, take care of your body and use your resources.”

What surprised you most about college?

“I was surprised that I was still able to get the same support in class and out of class that I had the opportunity to receive in high school. I was worried that as soon as I got to college, everything would be on me. I can say with full confidence that I have not needed to shoulder everything all on my own. �鶹��Ƶ has so many resources that cover a wide range of aspects of college life.”

What is your favorite part about �鶹��Ƶ?

“My favorite part about �鶹��Ƶ is that there are so many people from so many different places. Coming to �鶹��Ƶ, I didn’t really know many people, and I am so happy that was the case. It was nerve-racking for sure, but it meant that I have learned so much and met so many people I wouldn’t have met otherwise.”

Bishop is serving as a summer intern at the Office of Historic Alexandria, which oversees all the museums in Historic Alexandria. During her internship, she catalogs artifacts in the city archives, assists with citywide events and cleans museum collections. One of her biggest projects has been designing and proposing an interactive activity to accompany an exhibit at the Alexandria Black History Museum.

“Since being at this internship, I have learned how different departments in the museum environment interact with each other,” Bishop said. “I have worked with museum educators, archivists, archaeologists and directors and have seen how their roles overlap and work together. I’ve also learned practical skills like collections handling, through cleaning the collections, and archival practices.”

Bishop’s favorite part of the internship has been working with her co-intern to develop the interactive activity for the Moss Kendrix exhibit at the Alexandria Black History Museum.

“I have loved getting to apply the research processes I’ve learned in my art history and history classes at �鶹��Ƶ to a real-world exhibition,” Bishop said.

While searching for an internship to accompany Capital Connections, a Study USA program in Washington, D.C., Bishop expanded her search beyond the city. She discovered Old Town Alexandria community-centered network of museums, preservation projects, archaeology and public programming. She jumped at the opportunity to work in a smaller office where she would get hands-on, diversified experience in several areas of museum work.

She learned about the internship through George Mason University’s database of history internships, which was recommended by Cindy Sweeney in the Student Professional Development Center.

The internship has helped Bishop explore different areas of museum work while preparing her for a future career in the field.

“This internship has exposed me to several areas of museum work that I was not previously familiar with, which has allowed me to test which parts I enjoy and want to pursue further,” Bishop said. “I will take away significant hands-on experience in the museum space and strong connections with several staff members at the Office of Historic Alexandria.”

As she enters her senior year at �鶹��Ƶ, Bishop has developed a passion for museum education, an area she is considering pursuing in graduate school. After graduation, Bishop plans to gain professional experience before attending graduate school.

Sixty-eight percent of American adults say they are proud to be American, and 79% agree the United States plays a uniquely important role in world history. At the same time, 69% believe the signers of the Declaration of Independence would feel more disappointment than pride about modern American democracy.

The survey of 1,000 adults in the United States, conducted April 30-May 4, 2026, explores how Americans view the nation’s past, present and future as the country prepares to commemorate its semiquincentennial.

“As the United States approaches the 250th anniversary of the Declaration of Independence, Americans have complex and diverse feelings about America 250,” said Jason Husser, director of the �鶹��Ƶ Poll and a professor of political science and public policy. “We found several points of optimism among Americans, including pride in being American and belief that the United States has a uniquely important role to play in world history. At the same time, many Americans expressed significant concern about the health of American democracy today, and the country is split on its outlook over the next 50 years.”

More than half of Americans (52%) say the United States is unsuccessfully living up to its founding ideals, while only 30% say the nation is successfully living up to them. Nearly three-quarters of Americans (73%) rate the overall health of U.S. democracy as only “fair” or “poor.”

The survey also found widespread concern about political instability and civic division:

• 68% believe elected officials today are worse than leaders of the past
• 80% say they at least sometimes feel no political party or movement represents their views
• 70% say the country is more turbulent than average compared with other periods in U.S. history
• 64% say they have little or no confidence that U.S. political institutions will make mostly good decisions over the next 50 years
• 68% predict America will become more politically divided by 2076

Americans are also pessimistic about the country’s long-term future in several key areas. Majorities predict that by 2076 the nation will have less freedom, less economic equality, a lower standard of living, and more pollution. More Americans also believe technology will create more harm than benefit over the next 50 years.

Despite those concerns, the poll found Americans still hold strong connections to the nation’s democratic ideals and history.

When asked which event best represented American democracy at its highest ideals, respondents most frequently selected the Civil Rights Movement and World War II. Abraham Lincoln was named both the historical figure who best exemplified democratic ideals and the greatest president in U.S. history.

The survey also revealed broad bipartisan resonance for many historic presidential messages when respondents were not told who made the statements. More than three-quarters agreed with quotations from George Washington and Abraham Lincoln, while large majorities also agreed with statements from John F. Kennedy and Franklin D. Roosevelt.

Looking toward the nation’s semiquincentennial celebrations, Americans expressed greater interest in reflection than pageantry. Nearly seven in 10 (68%) said America250 should focus more on reflecting on U.S. history and values than simply celebrating national achievements, and 71% said smaller local events would feel more authentic than large national celebrations.

The survey found Americans entering the anniversary with mixed emotions. The most common feeling was pride, cited by 38%, followed by gratitude at 17%. But 21% said they have no strong feelings, 12% described themselves as conflicted, while others reported disappointment or frustration.

The margin of error for the �鶹��Ƶ Poll survey is +/- 3.95%.

Poll Methodology

Access the poll topline and methodology at: www.elon.edu/elonpoll. The survey was developed by the �鶹��Ƶ Poll and fielded by the international marketing and polling firm YouGov as an online, web-based survey, self-administered with online panels. Between April 30 and March 4, 2026, YouGov interviewed 1,077 U.S. adults aged 18 and older. These respondents were then matched down to a sample of 1,000 to produce the final dataset.

The matched cases were weighted to the sampling frame using propensity scores based on age, gender, race/ethnicity, years of education, and home ownership. The margin of error for this poll (adjusted for weights) is +/-3.95%.

�鶹��Ƶ the �鶹��Ƶ Poll

Established in 2000, the �鶹��Ƶ Poll conducts national and North Carolina surveys on issues of importance to voters and residents. Information from these polls is shared with media, citizens and public officials to facilitate informed public policy making through the better understanding of citizens’ opinions and attitudes. The poll is fully funded by �鶹��Ƶ and operates as the neutral, non-biased information resource.

The �鶹��Ƶ Poll is a charter member of in 2014 to educate polling firms on ways to better share how they collect and interpret their information. The �鶹��Ƶ Poll’s voluntary participation in this initiative signifies a willingness to clearly state in its reports how questions were asked, in what order, who funded the poll and then conducted it, and a definition of the population under study, among other details.

A history major with teacher licensure from Marietta, Georgia, Dierker’s research project, “Improving Youth Voter Turnout: The Role of Civic Education in Modern Political Socialization”, examines how schools can better and further prepare students for active citizenship. Dierker presented the project at the Spring Undergraduate Research Forum in April.

“Students are more likely to participate in civic life when they feel empowered and connected to political systems,” Dierker said. “Schools that encourage critical thinking, respectful discussion and participatory learning help prepare students to become engaged citizens.”

While young voters have historically had lower turnout rates than older age groups, Dierker believes younger generations are engaging politically in new ways, particularly through social media and digital activism.

“Social media allows Gen Z to interact with a wide range of political viewpoints and participate in conversations on a much larger scale,” she told the Times-News. “At the same time, it can intensify political polarization and shape how young people perceive society.”

Layton recently earned a Deutscher Akademischer Austauschdienst (DAAD) grant. Also known as German Academic Exchange Service, DAAD is a Germany-based international funding organization for exchange students, researchers and academics. Layton, a German studies and history major with minors in museum studies and public history and international and global studies, plans to pursue a master’s degree in intercultural communication and European studies at Fulda University of Applied Sciences.

Layton discovered the DAAD grant via a tip from her German professors, Kristin Lange, associate professor of German, and Scott Windham, associate professor of German. She received strategic support from Nicole Galante, assistant director of national and international fellowships, and Ann Cahill, professor of philosophy, distinguished university professor and director of the National and International Fellowships Office (NIFO).

“The guidance I received from faculty was instrumental in helping me achieve this milestone,” Layton said. “Nicole Galante and Dr. Cahill at NIFO assisted me in writing a statement of purpose and making clear that I am an ideal candidate for DAAD. I am also thankful for my German professors Dr. Scott Windham and Dr. Kristin Lange for encouraging me to pursue studies abroad and to challenge myself.”

Layton also discussed how the DAAD grant will help her achieve her dream of earning a master’s degree abroad.

“The value of studying outside of your home country is something that I don’t think many Americans grasp, and I am excited to gain new academic perspectives by engaging with a culture that is not my own,” Layton said.

Layton’s inspiration for pursuing a master’s degree in Germany stems from her semester abroad in Heidelberg during fall 2024 after immersing herself in the city and culture, she longed to return to Germany.

“I took all of my coursework in German and wrote a semester paper in German, so my language skills and ability to engage with German texts in my field of study expanded drastically,” Layton said. “I felt one with Heidelberg and like I belonged there. This showed me that I am capable of pursuing further education in the country.”

Layton’s strong interest in German studies began when she was 13 years old. She started completing German coursework at this age and was fascinated to learn about a language and culture that was different from her own. Layton continued her studies in high school, which ultimately carried over to her time at �鶹��Ƶ.

“It was at �鶹��Ƶ that I really thrived in German, developing advanced proficiency and connecting German to my career goals,” Layton said. “My advisor Dr. Windham taught me in my first semester in German my freshman fall, and he saw my potential and encouraged me to continue pursuing language education.”

Because Layton knew she wanted to take a German course each semester to maintain her language proficiency, creating a German studies major seemed like the logical next step. She also noted how courses in German studies, history, museum studies and international and global studies intersect.

“Dr. Windham introduced me to the idea of being a German major, and he was clear that he would support the process of designing the major, so I wasn’t too overwhelmed by the idea,” Layton said. “As an ambitious student, I was more excited to start something new than I was nervous.”

Designing this new major involved curating a list of required courses and proposing a capstone thesis project. Windham, Evan Gatti, professor of art history, and Amanda Laury Kleintop, assistant professor of history, helped Layton make sure that the German studies curriculum coincided with her other degree programs.

“Designing the major took two semesters of meetings and collaboration with committees to prove I could undertake an entirely new major, a demanding process that strengthened my ambition and clarified my academic and career goals,” Layton said.

DAAD is one of the world’s largest grant institutions. It funds research and study for over 100,000 people in Germany and across the world.

“Receiving the DAAD grant is significant because it’s proof that Tori is among the top young researchers in the United States and it’s a testament to her academic achievements and intellectual ambition,” Windham said. “We are ridiculously proud of Tori. The grant shows how well �鶹��Ƶ supports undergraduate research, international grant and fellowship applications, and cross-disciplinary studies. It also shows that �鶹��Ƶ’s language programs are among the best in the country. Tori’s DAAD grant wouldn’t be possible without her extraordinary abilities in German.”

This year, Layton worked with Windham and Gatti to complete her German studies capstone project investigating how the extremist far-right political party in Germany, Die Alternative für Deutschland (The Alternative for Germany, AfD), uses propaganda infused with historical visual rhetoric. She explained how this propaganda suggests that the party is helping restore Germany’s former glory.

“The research has consisted of considerable close reading of propaganda posters, culminating in a map that visually connects each image,” Layton said. “This is to exhibit how there is a global shift towards far-right extremism that is being influenced by internet-based propaganda today.”

Layton met with Windham and Gatti weekly to discuss the work she completed and to receive feedback. She really valued this mentorship because of Windham’s position as a professor of German studies and Gatti’s background in German medievalism.

“Dr. Windham and Dr. Gatti guided me while I determined how this project would look in the end,” Layton said. “I am eternally grateful for their endless support, insight and encouragement.”

Looking ahead to her future studies in Fulda, Germany, Layton anticipates continuing the research she started at �鶹��Ƶ as she contemplates a topic for her master’s thesis.

�鶹��Ƶ faculty and staff members gathered in Alumni Gym for the event, which also included recognition of employees for years-of-service milestones and special recognitions of faculty and staff members who are retiring this academic year. Thirty-one employees who were recognized for 20, 25, 30, 35, 40 and 45 years of service have served a collective 2,810 years at �鶹��Ƶ.

�鶹��Ƶ President Connie Ledoux Book opened the ceremony with highlights and successes from the 2025-26 academic year and encouraged the audience to pause and take pride in their work.

“Thank you for the work you’ve done to strengthen our community and our mission and thank you for all you do to ensure that students succeed when they choose �鶹��Ƶ,” said Book.

During the ceremony, Book also announced the appointment of Katy Rouse, professor of economics, as the trustee chair for excellence in undergraduate teaching for 2026-2029. This three-year chair was developed by the Board of Trustees in 2023 to honor a faculty member who exemplifies �鶹��Ƶ’s teacher-scholar-mentor model and contributes to the broader scholarship of teaching and learning. Rouse was praised for her impact on student learning and mentoring both in and beyond the classroom and for advancing the scholarship of teaching and learning through publications in leading economics education journals.

The ceremony concluded with a celebration of faculty and staff who were honored with awards from the university this year: Associate Professor and Chair of English Scott Proudfit, Associate Professor and Chair of Philosophy Ryan Johnson, Associate Professor of Geography Sandy Marshall and Associate Teaching Professor of Human Service Studies Sandra Reid.

Daniels-Danieley Excellence in Teaching Award

Associate Professor and Chair of English Scott Proudfit

Described as a mentor and teacher who “persuades his students to be incisive and critical thinkers,” Scott Proudfit, associate professor and chair of English, is the 54th recipient of the Daniels-Danieley Excellence in Teaching Award. The award was established by President Emeritus J. Earl Danieley ’46 and his wife, Verona Daniels Danieley, in honor of their parents.

Megan Isaac, professor of English, and Rosemary Haskell, professor of English, said in their joint nomination, “Our decision to elect Scott to the position of chair two years ago was not rooted in his organizational skills, kindness, or vision (although he has all of those qualities), but because he models and supports our central mission-teaching.”

Dinidu Karunanayake, assistant professor of English, praised the “Scott-standard,” which he says undoubtedly enriches and emboldens �鶹��Ƶ core values. “Scott is an exemplary embodiment of the teacher-scholar-mentor model,” said Karunanayake in his nomination letter. “His ability to effortlessly (and synchronously) straddle many paths as a tireless and gifted teacher, top-notch researcher, big-hearted mentor, daring advisor, generous colleague and above all, a truly remarkable human being puts him at the height of the teaching profession.”

In addition to teaching core English courses, Proudfit redeveloped the drama curriculum through courses exploring dramatic styles, literary theory and contemporary social themes. The courses are now core components of the English major and the drama & theatre studies major and are routine choices for students in acting, arts administration and theatrical design & technology majors.

The award was presented by Book, who, in her prepared speech, said, “This combination of rigor and care is a hallmark of an �鶹��Ƶ education – rooted in relationships shaped by intellectual curiosity, and leaving a legacy long after graduation. And boy, does [Proudfit] have it!”

“Scott’s energy and love for the literature that he teaches is apparent in every second of his lessons, and it rubs off on his students. The discussions that he leads are student-centered, each one opening with one or two students bringing in prepared questions to kick off the day. ”

– Annaliese Jaffe ’18, high school English teacher and former student

Upon receiving the award, Proudfit told the crowd that he worries those who distrust higher education may have never had a good relationship with a teacher.

“It’s too bad,” he said. “Because for me, the relationship between a teacher and a student is one of the most central relationships for a good life.”

And, he noted, “I have been lucky enough to have these kinds of relationships with students over and over again at �鶹��Ƶ.”

Proudfit ended his speech by naming former students who shaped his �鶹��Ƶ experience.

Proudfit earned a Ph.D. in English from Northwestern University in 2008, where his major field of study was drama in English. He earned Bachelor of Arts degrees in English and theater, cum laude, from Columbia University in 1993 and joined �鶹��Ƶ in 2010. Before completing his doctorate, Proudfit worked with theater groups in Los Angeles and New York, covered theater scenes in both cities as an editor for Back Stage and Back Stage West and worked as an assistant editor for a division of Marvel Comics. He has served as associate editor and co-editor on multiple publications and published multiple essays. Proudfit is the recipient of the Inspirational Ally Award (2017) and the �鶹��Ƶ College, the College of Arts and Sciences Excellence in Teaching Award (2019).

Distinguished Scholar Award

Associate Professor and Chair of Philosophy Ryan Johnson

Described as an “unstoppable force when it comes to research publications,” Ryan Johnson produces the equivalent of 5.4 peer-reviewed articles or book chapters per year – over three times the amount of scholarship expected by a philosopher at an R1 institution. Johnson, associate professor and chair of philosophy, is the 27th recipient of the of the Distinguished Scholar Award, �鶹��Ƶ’s top faculty research award, which recognizes a faculty member whose research has earned peer commendation and respect and who has made significant contributions to his or her field of study.

When Johnson arrived at �鶹��Ƶ in 2015, his research brought together 20th-century French philosophy and ancient Hellenistic thought, of which he has several publications. Soon after, he grappled with what it meant to be a white man in the American South and began seeing his subject position and scholarship through new eyes.

“All of this traced back to lessons I learned from my former teacher, George Yancy,” said Johnson. “Soon I realized how canonical European philosophers, especially Hegel and Nietzsche, must reckon with challenges posed by thinkers such as W.E.B. Du Bois and Audre Lorde.”

Johnson’s research focuses on continental philosophy, African American philosophy and the history of philosophy, with particular attention to questions of race, liberation, democracy and the relationship between philosophy and everyday life. His scholarship explores thinkers including Hegel, Deleuze and the Stoics while examining how philosophical ideas shape contemporary political, cultural and ethical questions.

Rebecca E. Kohn, provost and vice president of academic affairs and professor of biology, who presented the award, described Johnson as a model of sustained intellectual engagement whose work “has defined major segments of the discussions in current literature,” noting that research is not insulated from teaching – it is deeply integrated with it.

Addressing the crowd, Johnson expressed gratitude to his wife and colleagues. He alluded to the uniqueness of his research and said �鶹��Ƶ is the only place he can imagine himself doing this work.

In a nomination letter, Thomas Nail, professor and chair of philosophy at Denver University, said that he continues to be impressed by Johnson’s work due to his originality and enthusiasm for new and experimental directions in research and teaching.

“I can honestly say with no hesitation that I do not know anyone else in our field who is as adventurous and forward looking as Ryan.”

– Thomas Nail, professor and chair of philosophy at Denver University 

Johnson has published nine books, with three others in various states of completion. He has also contributed 24 peer-reviewed journal articles, 15 book chapters and edited a special issue of a professional journal, in addition to 58 conference presentations. Johnson is the author or co-author of several books, including Phenomenology of Black Spirit (2022), Deleuze, A Stoic (2020) and The Deleuze-Lucretius Encounter (2017), and has edited multiple scholarly collections in philosophy.

Stephen Bloch-Schulman, professor of philosophy at �鶹��Ƶ, said about Johnson, “He recognizes and deepens the ways that scholarship, university service and teaching are necessarily interwoven practices that, for him, are united by the twin ethical demands of living life as a philosopher and creating community and connections around fighting racism.”

Praising Johnson for his ongoing engagement to learn more about the African American philosophical tradition and the ways he inspires his students to think intensively and critically to the history of philosophy, Stephen C. Ferguson, associate professor of philosophy and religious studies at North Carolina State University said, “By combining a creative impulse with a historically grounded approach to intellectual thought, Ryan’s work provides a window into what it means to be a great interdisciplinary scholar and thinker.”

Johnson earned his Ph.D. in philosophy from Duquesne University in 2014 and joined �鶹��Ƶ in 2015. He served as an associate professor and chair of philosophy at �鶹��Ƶ. He is the recipient of the Excellence in Scholarship Award (2020), four Faculty Research and Development Summer Research Fellowships and external awards including a National Endowment for the Humanities Summer Stipend and the John William Miller Fellowship.

Steven and Patricia House Excellence in Mentoring Award

Associate Professor of Geography Sandy Marshall

Sandy Marshall, associate professor of geography, has built a career at �鶹��Ƶ defined by a sustained commitment to student mentoring, undergraduate research and community-engaged learning. Since joining the university in 2017, he has mentored students across disciplines and guided research exploring global regions, migration and lived experiences, helping students connect academic work with complex social and cultural contexts.

Marshall received the Steven and Patricia House Excellence in Mentoring Award, which was endowed in 2020 by Provost Emeritus Steven House and Patricia House to honor faculty and staff who excel in student mentoring and reflect �鶹��Ƶ’s national recognition as a leader in engaged, experiential learning.

Marshall’s mentorship has shaped students who have gone on to careers in public service, law and global development, including a public defense attorney, a Harvard- and Yale-trained criminal justice attorney and a global development consultant who has worked with the United Nations and USAID. His mentees have also earned competitive achievements such as Fulbright fellowships, Critical Language Scholarships and publication in academic journals.

Associate Provost for Faculty Affairs and Professor of English Deandra Little presented the award, saying about Marshall, “Student and alumni representatives consistently describe this awardee as a strong mentor whose guidance has shaped their academic path and broadened their understanding of what meaningful mentorship can look like, and whose mentoring persists long after graduation.”

Marshall encouraged the audience to surround themselves with people who see potential in them beyond what they themselves can see. “That’s what I’ve tried to do for my students, and that’s what so many of you have done for me,” he shared.

Amy Allocco, professor of religious studies, and Brian Pennington, director of the Center for the Study of Religion, Culture, and Society and professor of religious studies, praised Marshall’s mentoring approach, writing that “his patience, kindness and generosity with his time has helped several students find success and feel proud of the work that they had completed by graduation.” They noted that his mentorship is “deep, context-sensitive, and enduring,” often continuing long after students graduate.

Students echoed that impact in their nomination letters. Nicole Plante ’20, now a JD candidate at Yale Law School, wrote that “from the very beginning of our work together, Dr. Marshall served as an amazing resource who gave me a lot of autonomy and encouraged me to take the lead of my project.”

“Dr. Marshall pushed me to go further and put myself in situations that not only stretched my intellectual capacity, but also my moral convictions and future aspirations.”
– Taylor Garner ’20, global development strategist

Kylee Marie Smith ’21, assistant public defender for the Sixth Judicial Circuit of Florida, described the lasting influence of that mentorship, writing, “In my almost five years since graduating from �鶹��Ƶ, I have continuously realized that my road always leads back to Dr. Marshall and the foundations, skills and knowledge that he taught me.”

Marshall’s commitment to students extends beyond the classroom and across the globe. Alyssa Carney ’26, who is double-majoring in international & global studies and history, noted that during her semester abroad, “Dr. Marshall went so far as to travel from North Carolina to Sevilla during his own spring break to meet with me, check in on my research progress and provide guidance while I was in the field.” She added that his mentorship is defined by “his belief in his students’ potential” and his ability to create a space where “curiosity, critical thinking, and genuine exchange thrive.”

In addition to mentoring undergraduate researchers, Marshall has served as interim director of the Multifaith Scholars program and as faculty director in the Global Neighborhood, where he fosters student development through advising, programming and community-building. In 2020, he co-founded the Power and Place Collaborative, partnering with local nonprofits and municipal entities to engage students in oral history and storytelling projects that connect academic inquiry with community experience.

Across these roles, Marshall’s mentorship emphasizes long-term growth, global engagement and meaningful relationships.

Periclean Award for Civic Engagement and Social Responsibility

Associate Teaching Professor of Human Service Studies Sandra Reid ’85

Sandra Reid ’85, senior lecturer in human service studies, is the 24th recipient of the Periclean Award for Civic Engagement and Social Responsibility, which recognizes a member of �鶹��Ƶ’s faculty or staff whose service to the broader community exemplifies the ideals of Project Pericles, a national initiative that advocates for preparing students for socially responsible citizenship.

Through decades of work in juvenile justice, social work and higher education, Reid has built a career defined by civic engagement, community leadership and social responsibility. Her work reflects a deep commitment to helping students become engaged citizens and leaders in their communities.

At �鶹��Ƶ, Reid teaches courses including Juvenile Justice and The Black Family, helping students examine systemic inequalities through civic engagement and social justice frameworks. She also teaches interdisciplinary programs including Poverty and Social Justice and African and African American Studies.

Reid also leads “Disarming Justice,” a Winter Term study away program in Alabama where students visit historic Civil Rights Movement sites and engage in conversations about systemic inequities that persist today.

Naeemah Clark, associate provost for academic inclusive excellence and professor of cinema and television arts, presented the award. She described Periclean awardees as “smart service-minded leaders” who use their experiences to leave the world better than they found it.

“Periclean awardees empower others to be engaged citizens and leaders in their communities — the personification of that ideal is Sandra Reid.”

— Naeemah Clark, associate provost for academic inclusive excellence and professor of cinema and television arts

Reid expressed surprise and gratitude for the recognition, telling the audience, “I never imagined that I’d be back here teaching after being in juvenile justice, but it’s been one of the best things that I’ve done.”

Faculty members in the Department of Human Service Studies praised Reid’s “gift for facilitating what she calls ‘courageous conversations’ about justice, equity and difference” in their nomination letter. They wrote that Reid encourages students to engage difficult topics thoughtfully and recognize that “learning — and social justice work — is an ongoing process.”

Beyond the classroom, Reid mentors students through programs including the �鶹��Ƶ Academy, Renaissance Scholars and the �鶹��Ƶ chapter of Delta Sigma Theta Sorority, Inc. Her community leadership includes chairing the Alamance County Community Services Agency, training law enforcement in cultural competency and community engagement, and serving on the Alamance County Coalition of Remembrance, helping memorialize local lynching victims.

Reid’s work in juvenile justice, education and community leadership has shaped generations of students pursuing careers in public service, advocacy and social change.